spanish syllabus - Department of Education and Skills

The Junior Certificate
AN ROINN OIDEACHAIS AGUS
EOLAÍOCHTA
THE JUNIOR CYCLE
SPANISH SYLLABUS
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The Junior Certificate
PREAMBLE
This is a communicative syllabus organized around the needs, expectations and interests
which pupils bring to the foreign language classrooms.
The adolescent learner in the Irish context seldom needs to use the target language in an
authentic exchange with a native speaker. His or her real needs centre around using and
understanding the target language as a means of communication and instruction in the
classroom. However, a pupil brings to the classroom a reasonable expectation that his or
her language learning will equip him or her to cope in a country where the language is
native. The learner can also reasonably expect that the language-learning process will
draw upon themes and activities that are of interest to him or her.
The syllabus is to be seen as a teaching syllabus, a statement of the minimum content of
themes and communicative tasks which should have been covered by pupils at Junior
Certificate level.
The items listed under the heading “SOME EXPONENTS” exemplify some of the language
items which might be used in carrying out a given communicative task. This small
selection of exponents is intended as a guide. The teacher may use them or offer the
pupils other words and phrases. It is not necessary for a pupil to have mastered all the
listed exponents: he or she should, however, be able to carry out all the communicative
tasks, at least at a simple level.
The list of exponents is not a prescriptive list for setters of the Junior Certificate
Examination. The aim of the examinations will be to test communicative competence in
respect of the themes and tasks: these are not restricted to the list of exponents that
appears in the syllabus.
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The Junior Certificate
Ordinary and Higher Level Assessment
The syllabus aims to cater for the entire ability range of pupils. Assessment will be at two
levels, Ordinary and Higher. While the syllabus is the same for both levels, the
communicative tasks will be carried out through language use of varying degrees of
complexity. All pupils will be expected to execute the same tasks, although Ordinary
Level examination candidates may do so in a simpler way.
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The Junior Certificate
GENERAL AIMS
1. General educational aims
The general educational aims of the Junior Certificate programme in French, German,
Italian and Spanish are:
(a)
to contribute to pupil’s awareness of language as a system of communication;
(b)
to give pupils an awareness of another culture, and thus a more objective
perspective on aspects of their own culture;
(c)
to contribute to the development in pupils of the capacity to engage in fruitful
transactions and interactions with others;
(d)
through (a), (b) and (c), to contribute to pupils’ overall personal and social
development
(e)
to give pupils the possibility of access to sources of information, cultural
enrichment and entertainment in the target language;
(f)
to encourage and equip pupils to consider participating in social and cultural
activities which may involve some use of the target language;
(g)
to make it possible for pupils to consider taking up job and further
education/training opportunities which may involve some use of the target
language;
(h)
to give pupils the kind of language learning experience that will encourage
and facilitate their learning further languages in later life;
(i)
through (e), (f), (g) and (h), to enlarge pupils’ work, further education and
leisure options.
2.
General communicative aims
The general communicative aims of the Junior Certificate programme in French,
German, Italian and Spanish are:
(a) to enable pupils to cope with the normal classroom use of the target language;
(b) to equip pupils with a competence in the target language which would enable
them to provide themselves with basic necessities, to avoid misdemeanours and/or
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The Junior Certificate
serious embarrassment, and to engage in some degree of social interaction in a
country/situation where only the target language was in use;
(c) to furnish pupils with linguistic skills which will make it possible for them to
pursue at least some aspects of their general interests through the medium of the
target language;
(d) through (a), (b) and (c) and otherwise, to ensure that pupils’ competence in the
target language such as to be conducive to the fulfillment of the general
educational aims specified above.
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BEHAVIOURABLE OBJECTIVES
Introduction
The behavioural objectives of the syllabus are basically those communicative tasks which
the learner should be able to perform in order for the general aims set out above to be
met. It should be noted that any given communicative task can be effectively carried out
in a variety of ways, using language of varying complexity. Accordingly, pupils from a
wide spectrum of the ability range should be able to complete these tasks successfully
and thus steadily gain rather than lose confidence in using the target language.
As far as possible the tasks specified are neutral as between what is appropriate
behaviour for the adolescent and what is appropriate for an adult. The reason for this is
that the aims of the syllabus are not narrowly focused on pupils’ current situation, but
attempt to address continuing and future demands pupils may make on their competence
in target language.
Care has also been taken to ensure that there is a balance between objectives which relate
to such activities as information-getting and shopping (transactional, i.e. messageorientated) and those which have to do with the initiation and maintenance of social
contact (interactional, i.e. listener-orientated). This balance of transactional and
interactional relates to the fact that the syllabus aims to facilitate the development of
skills which will permit the pupil to some extent to socialize through the medium of the
target language as well as to the use of language for strictly utilitarian purposes.
If not all of the tasks specified here are equally plausible as instances of natural foreign
language use, it is because the constraints imposed by the limited channels available for
teaching and testing purposes necessitate the inclusion of tasks which are “related to” or
“prerequisite for” authentic language use.
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The Junior Certificate
For example, a listening comprehension task in which the learner answers questions in
his/her mother tongue about information gleaned from a piece of discourse in the target
language is somewhat improbable as a “real life” application of competence in the target
language as a foreign language. However, it is related to more authentic tasks – for
instance, telling someone who does not understand the target language what is being said
by a native-speaker of that language or what is going on in a film or television
programme in the language. More-over, the performance of such a task depends on a
process (decoding spoken language) which cannot be tested directly and which has to be
mastered in order for any kind of natural communication to take place.
Tasks, activities and exponents
The communicative tasks which follow are divided into two broad categories, those
which involve only receptive use of the target language (R1-R2) and those which involve
some productive use of the target language (P1-P20). The language needed for the
performance of tasks specified under the latter heading will also be expected to be
accessible to pupils’ receptive skills. The converse does not hold, however. That is to say,
pupils will not be required to deploy productively language exclusively associated with
tasks designated as receptive.
While the two above-mentioned categories tasks are grouped under headings which point
to general activities and themes to which such tasks might relate. This arrangement is for
ease of reference and is not intended to suggest that there is necessarily anything hard and
fast about the relationship between a specific task and a given general activity or theme.
For each group of communicative tasks involving productive use of the target language a
small selection of linguistic exponents is indicated. Once again it should be noted that
these items are included merely to provide a few immediate reference points for the
syllabus user, and are not intended as any kind of definite statement about the linguistic
knowledge a learner would need in order to perform particular productive tasks.
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TASKS INVOLVING ONLY RECEPTIVE USE OF SPANISH
(Cf. first paragraph of selection headed
Tasks, activities and exponents)
R1
GENERAL ACTIVITY/THEME
Listening for information
COMMUNICATIVE TASKS:
Understanding the main elements of the kinds of
announcements you are likely to hear at bus
stations, railway stations, ferry terminals, airports,
hotels and larger shops
Understanding the main elements of (simplified)
news bulletins.
Understanding the main elements of conversation
and telephone messages which involve the
performance of tasks detailed in P1 - P16 and P19.
Giving spoken or written answers in English or
Irish, or non-verbal answers, to questions in English
or Irish about the main elements of announcements,
news bulletins, conversations and telephone
messages such as those described above.
R2 GENERAL ACTIVITY/THEME:
Reading for information
COMMUNICATIVE TASKS
Understanding the main elements of the kinds of
warning and information signs and notices you are
likely to encounter on the road, in the streets of a
town or village, and in bus stations, railway
stations, ferry terminals, airports, hotels, hostels and
shops.
Understanding the main elements of a menu
Understanding the main elements of (authentic)
pictorial advertisements
Understanding the main elements of short
(authentic) newspaper/magazine reports appropriate
to the age group
Understanding the main elements of letters, forms,
curricula vitae and transcriptions of conversations
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which involve the performance of tasks detailed in
P1 - P20.
Giving a spoken or written summary in English or
Irish of the main elements of signs, notices,
advertisements, reports, letters and transcriptions
such as those described above
Giving spoken or written answers in English or
Irish, or non-verbal answers, to questions in English
or Irish about the main elements of signs, notices,
advertisements, reports, letters and transcriptions
such as those described above
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P1 GENERAL ACTIVITY/THEME:
Meeting and getting to know people
COMMUNICATIVE TASKS
Saying hello
Asking someone his/her name
Giving your own name
Asking someone his/her age
Giving your own age
Asking someone where/he/she lives
SOME EXPONENTS
-
P2 GENERAL ACTIVITY/THEME:
Engaging in and talking about leisure pursuits
COMMUNICATIVE TASKS
Asking someone what he/she would like to do
Saying what you would like to do
Suggesting doing something
Agreeing to/rejecting a suggestion
Inviting someone to something
Responding to an invitation
Asking people about their free time activities
Asking why/why not
Describing your own free time activities
SOME EXPONENTS:
-
¿ qué + querer + hacer?
querer + INFINITIVE
use of 1st person plural of IR for
suggestions, e.g. vamos al cine; vamos a +
-
de acuerdo
pasar el día/la tarde/la noche
¿ cuánto tiempo + durar?
durar + NUMBER + minutos/horas
gustar + hacer
e.g.
hacer deportes
jugar al fútbol
ver la tele (visión)
hola buenos días/buenes tardes/noches
¿ qué tal?
¿ cómo + estar?
¿ cómo + llamarse?
¿ cuántos años + tener?
tener+ number + años
¿ de dónde + ser?
presentar/presentarse
¿ de quién + ser?
hasta leugo/adiós
INFINITIVE
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-
-
escuchar la música pop
ir a la discoteca
parecer + NOUN
e.g. ¿qué te parece …?
bien/regular/interesante/
estupendo/aburrido
la novela/el artículo/
la revista/el video/
el programa/la película
estar + de acuerdo
no estar + de acuerdo
P3 GENERAL ACTIVITIES/THEME:
Making Plans
COMMUNICATIVE TASKS:
Asking someone about his/her weekend or holiday
plans
Saying what you intend to do at the weekend or
during the holidays
Arranging a meeting with someone
SOME EXPONENTS:
-
-
-
-
poder + INFINITIVE
e.g. podríamos ir a la playa o al campo
¿ que es lo que + ir a + hacer?
este fin de semana/durante las vacacíones
que + gustar + más + NOUN PHRASE
que + preferir + INFINITIVE
¿ que prefieres, hacer
deportes o ir al cine?
ir + INFINITIVE
e.g. ¿ qué es lo que + esperar/querer/gustar?
(CONDITIONAL) + hacer en la vida
esperar/querer/gustar (CONDITIONAL)
ser + NOUN/hacerse + NOUN/
dedicarse a /al/a la + NOUN
trabajar en + NOUN
¿ dónde?
¿ cuándo?
¿ a qué hora?
encontrarse con
-
DAYS OF THE WEEK
el + NUMBER + de + MONTH
a + NUMBER
-
de la madrugada/mañana/tarde/noche
a + NUMBER + y/menos/+ cuarto/media
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P4 GENERAL ACIVITY/THEME:
Visiting/Staying in a Spanish (speaking) home
COMMUNICATIVE TASKS:
Expressing appreciation
Saying please
Saying thank you
Offering to help
Asking for help
Asking for things
Asking what/which to take/use etc.
Requesting permission
Expressing satisfaction and dissatisfaction
Asking for information about household routine
SOME EXPONENTS:
-
-
mostrar cortesía
por favor/gracias
poder + ayudar + le/te
(Ej. ¿Puedo ayudarle?)
¿ Me puede/me puedes ayudar?)
Poder pasar (Ej.¿Puedes pasarme
la sal por favor?)
¿Cuál?
estar (+ muy) + contento (feliz)
P5 GENERAL ACTIVITY/THEME:
Talking about your own family and home
COMMUNICATIVE TASKS:
Saying how many brothers and sisters you have
Saying what your parents do
Saying what members of your family look like
Saying whereabouts you live
Describing your locality
Describing the house or flat you live in
Saying where things are at home
Saying what you usually do at home
SOME EXPONENTS:
-
tener + número + hermano(s)
Mamá, Papá trabaja en/como/hace
mi mamá/mi papá es/hace
está sin empleo/trabajo
ser + pequeño/grande/rubio/moreno
tener + el pelo negro/los ojos azules etc.
no + es + muy + Adjective
vivir en + nombre del pueblo etc.
vivir en el sur/norte/este/oeste
vivir en + nombre de la ciudad/
urbanización/pueblo
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-
-
es una gran ciudad, una ciudad pequeña
etc./un pueblecito, pueblo/está en el campo
casa/piso, apartamento/chalet
pequeño/grande
tener + número + cuartos
estar en/delante de/detrás de/ enfrente de/
cerca de etc.
en casa
levantarse/comer/ver la tele/acostarse
a la/las + clock time
P6 GENERAL ACTIVITY/THEME:
Talking about animals
COMMUNICATE TASKS:
Asking about pets. Saying if you have pets and if so
what it is
Naming those farm animals
Saying you like/dislike certain animals
Naming some foods that animals eat
SOME EXPONENTS:
-
tener/gustarle/encantarle
animales domesticos - perro, gato, conejo,
vaca, caballo, oveja, etc.
no + gustar
tenerle manía a
preferir
comer carne, pescado, ensalade, verduras
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P7 GENERAL ACTIVITY/THEME:
Talking about the weather
COMMUNICATIVE TASK:
Describing the weather saying what you do when
the weather is good and bad
SOME EXPONENTS:
-
-
Impersonal – hace muy buen
tiempo/mal tiempo/calor/frío/viento ……..
Impersonal llueve ……
cuando hace calor + VERB……
P8 GENERAL ACTIVITY/THEME:
Talking about things you have done, things that
have happened, and the way things were
COMMUNICATIVE TASKS:
Saying what you did or did not do yesterday, last
week, last month, last year, at the weekend, during
the holidays etc.
Asking what happened
Saying what happened
Describing what things were like
SOME EXPONENTS:
-
PERFECT TENSE OF VERBS –
hoy, este fin de semana, estas vacaciones
etc.
Pasar ………..
PRETERITE OF VERBS - Anoche, la semana
pasada, ayer etc.
¿ Qué + Pasar ………?
IMPERFECT OF VERBS
Cuando + clause e.g. Cuando era niño …….
P9 GENERAL ACTIVITY/THEME:
Talking about school and communicating in the
classroom.
COMMUNICATIVE TASKS
Saying what happens and when during a normal
school day.
Giving your opinion about various school subjects.
Saying how good or bad you are at particular
subjects.
Asking for help/explanations/information
Asking how to say something in the target language
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Asking what something means in English/Irish
Asking someone to repeat or rephrase something
Asking someone to say something more slowly
Saying that you do not understand something
Asking for a dictionary
Suggesting things to do
Discussing the pros and cons of a suggestion
Saying who is absent and why
Apologising for lateness or unacceptable behaviour
Explaining why you were late or why you did
something
Explaining why you did not do your homework
In group or pair work, sorting out with classmate(s)
who is to do what (with whom) when
Beginning an activity
Commenting on own and others’ performance
Changing/ending an activity
Asking to be tested
SOME EXPONENTS:
-
a la/las + CLOCK TIME
levantarse
ir a pie/en bicicleta
coger el autobus/el tren
asignaturas, clases, recreo, etc.
empezar a
terminar de
INDIRECT OBJECT PRONOUN +
gustar/subject
No. + INDIRECT OBJECT PRONOUN + gustar
le + SUBJECT
SER (+ bastante/muy/demasiado)
fácil/diffícil
INDIRECT OBJECT PRONOUN +
interesar/aburrir
SER/ me jor/peor en + NAME OF SUBJECT
Se me da muy bien el español
Se me dan muy bien las ciencias
¿Vd puede ayudarme/explicarme/decirme?
or ¿ Me peude
ayudar/explicar/decir?
¿Cómo se dice en español?
¿ Qué significa/quiere decir …..en inglés
Repita
Puede vd. Explicármelo más sencillamente
Havle un poco más despacío
No entiendo …………………
Peude vd darme un diccionario, por favor
se puede + INFINITIVE
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-
-
Creo que es una beuna/mala idea,
porque ……….
…………….. no está porque ………
enfermo, al dentista, en la piscine
sentir lo ……………..
Haber llegado tarde, hecho una
bobada/tontería
Haber llegado tarde/haver hecho esto/dicho
esto, porque ……….
No he hecho los deberes, porque …………
¿ quién, a quién, con quién ?
empezar a
ser el primero, el segundo etc, en empezar
a/hablar/seguir ……
estaba (muy) bien/no estaba tan malo/tan
bueno etc
No, eso no se dice, se dice …………….
Cambiar (de) ……………
Terminar/acabar de
Puede vd darme un ejemplo
P10 GENERAL ACTIVITY/THEME:
Travelling
COMMUNICATIVE TASKS:
Buying a ticket
Inquiring about departure/arrival times
Checking the destination of a particular
bus/train/boat/plane
Ask how long a particular journey takes
Inquiring about position of airport/station etc.., and
parts of airport/station etc.
SOME EXPONENTS:
-
-
-
(Quiero) un billete/de ida/solo/sencillo de
ida y vuelta
Para ……………
La llegada/la salida
¿A qué hora sale/llega el tren/el autobus/el
coche/el avión ?
(de/para ….)?
¿ Es (éste) el tren/el autobus/el coche/el
avión para …..?
La vuelta, el viaje,
ir (en tren), viajar, salir (de) llegar a, a entrar
(en)
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-
-
primera clase, segunda clase
¿Cuánto tiempo?/ ¿Cuántas horas? para
ir/hacer ….
¿Por dónde se va/Dónde está?
¿hay (a) una/la estación,
el/un/al aeropuerto ……….?
¿Oiga, dónde está (n)? …..
el horario
objetos perdidos
los sevicios
el andén número …..
la via número …..
P11 GENERAL ACTIVITY/THEME:
Coping with not feeling well or a minor accident
COMMUNICATIVE TASKS:
Say you feel ill
Saying something hurts
Asking if there is a hospital/doctor/pharmacy
nearby
Asking when you can see the doctor
Talking about your general condition and symptoms
Buying medicine and medical supplies
Mentioning improvement
SOME EXPONENTS:
No estar/encontrarse/sentirse bien
Me duele (n) + part of the body
Tener dolor de + part of the body
¿ Hay un médico/un hospital
una farmacia cerca/por aquí cerca?
- ¿ Cuándo/a qué hora hay consulta?
tener (mucho) calor/frío/sueño
un resfriado/catarro
- resfriarse
- toser
- part of the body + estar roto/rota
- romperse + part of the body
- una receta
- medicina, pastillas, venda je, jarabe, tiritas
- recuperarse, sentirse mejor, mejorarse
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P12 GENERAL ACTIVITY/THEME
Finding out and telling people the time, the day,
the date
COMMUNICATIVE TASKS:
Asking what time it is/was
Saying what time it is /was
Asking what day it is
Saying what day it is
Asking what the date is
Saying what the date is
Saying when in the day
SOME EXPONENTS:
¿ Qué hora es/era?
Es/era/son – la eran la/las + number
y/menos cuarto/media
- de la madrugada/manaña/tarde/noche
¿ Qué día es? ¿ A cuántos estamos?
Es + Day
¿ Qué fecha es (hoy)?
Es el + Number + de (+ Month)
- por la mañana/tarde/noche
P13 GENERAL ACTIVITY/THEME:
Finding your way and helping other people to
find their way
COMMUNICATIVE TASKS
Attracting attention
Asking for directions
Giving directions
Asking how far away something is
Saying how far away something is
SOME EXPONENTS:
-
Señor/Señora/Señorita
me hace el favor de decírme
¿dónde está ….por favor?
¿hay ………..por aquí
¿ par ir al/a la ….por favor?
tomar, torcer, doblar, seguir, ir, cruzar,
bajar, subir
a la derecha, ala izquierda, todo recto
la primera, la segunda etc
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-
-
la cocina, el cuarto de baño, la habitación, el
cine, - la piscine, la iglesia, el merado, la
comisaría, etc.
¿ está lejos? ¿ queda cerca/le jos?
no + estar + (muy) le jos
¿ a más o menos?
a casi + NUMBER – Kilometros
P14 GENERAL ACTIVITIES/THEME: Eating and drinking and talking about food and
drink
COMMUNICATIVE TASKS:
Beginning a meal
Offering (more) food or drink to someone
Accepting (more) food or drink from someone
Declining (more) food or drink
Asking for something to be passed to you
Asking what something is
Asking how you eat something
In a café or restaurant attracting the attention of the
waiter/waitress
Asking for the menu
Ordering something to eat and/or drink
Asking for the bill/how much it costs/ Paying
Asking for information about cafes and restaurants
Giving information about cafes and restaurants
Commenting on food and drink
Saying what you like to eat and drink
Saying you are hungry or thirsty
SOME EXPONENTS:
¿ Hay un restaurante/una cafeteria/un bar,
por aquí/
El plato del día es …..
La especialidad de la casa…..
¿ Que aproveche! - ¿ Quiere vd, quieres?
¿ un poco más de …………….?
de nuevo, otra vez
por favor/- no gracias
poder + pasar (puedes pasarme el vino, por
favor?)
¿ como se come esto?
¿ camarero! traigame
la carta (el menú) por favor
quiero, querría, quisiera ……
café (con leche), té (con leche), chocolate,
zumo de fruta, etc.
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-
-
un sandwich, una tortilla, tapas, paella,
patatas fritas, un perro caliente, una
hamburguesa,
la cuenta, por favor estan incluidos los
impuestos
¿ tenga!
tener hambre/sed/ganas de comer …..
dar una propina/de jar propina
P15 GENERAL ACTIVITY/THEME:
Shopping (list of shops)
COMMUNICATIVE TASKS:
Asking if a shop has the commodity or item of clothing
you require
Asking for the food, snack, gift, card, stamp, garment,
etc. you want
Identifying the particular item you want
Saying what size you need
Asking about prices
- ¿ tiene vd ……..?
- quiero …………..por favor
SOME EXPONENTS
- este, esta, estos, estaas
- ese esa, esos, esas – aquel, aquella, aquellos,
aquellas
- la talla + NUMBER
- ¿ cuánto es? ¿Qué precio tiene?
- ¿ cuánto cuesta?
- ¿qué numero calza?
- Estar de reba ja/reba jado
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P16 GENERAL ACTIVITY/THEME:
COMMUNICATIVE TASKS:
P17 GENERAL ACTIVITY/THEME:
SOME EXPONENTS:
Using the telephone
-
Oiga
-
Dígame
Soy …..
¿Quién es/eres?
está communicando
¿ Se puede hablar con …..por favor?
¿ De parte de quién?
no cuelgue (s)
llamar a pedir información
sobre………..
volver a llamar
-
NUMBERS
Writing a short note/postcard
-
PERFECTO of verbs
llamar por teléfono
venir a ver
-
FUTURO of verbs
-
Ir a + infin.
volver a llamar. volver
-
DAYS OF THE WEEK
a la /las + CLOCK TIME
-
querer + ver
en/en casa de
citarse con/estar citado con ……..
tener que + salir
volver, volver a casa, estar de vuelta
saludos de + PLACE
recuerdos a todos
pasarselo bien
pasarsel mal/no + pasarlo bien
fantástico/aburrido
porque/por
-
-
P18 GENERAL ACTIVITY/THEME:
Writing a short personal letter
SOME EXPONENTS:
-
querido/a
recibir
gracias por
dar las gracias por/agradecer
llamarse
tener + NUMBER + años
tener + NUMBER + hermanos
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-
somos hermanos
mi padre es…./traba ja en/de …..
mi madre es …. /traba ja en/de …..
vivir en
amigo/amiga
gustarle + a
no + gustar + a
preferir
encantar + a
no gustrarle nada
quisiera invitarte a pasar ……
en mi casa
¿ Te gustaría pasar …. en mi casa?
me gustaría ir pero (por desgracía) …. no
puedo
No + poder
No + ser + posible
porque
saludos/un abrazo de
P19 GENERAL ACTIVITY/THEME
Writing for holiday information or to make a
booking
COMMUNICATIVE TASKS:
Opering a formal letter
Enquiring by letter about hotel/youth
hostel/camping site accommodation
Enquiring by letter about facilities and activities in a
particular area
Making a hotel/youth hostel/camping site
reservation by letter
Closing a formal letter
SOME EXPONENTS:
Muy Señor mío:
¿Podría usted hacerme saber si …?
Quisiera saber si sería posible
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Le saluda atentamente
P20 GENERAL ACTIVITY/THEME:
Filling in a simple form based on information
supplied
COMMUNICATIVE TASKS:
Giving such personal information as your name,
sex, marital status, place and date of birth, age and
occupation
22
The Junior Certificate
SOME EXPONENTS:
-
Masculino/Feminino
Soltero/Casado
Names of countries and cities e.g.
Irlanda/Inglaterra/Dublín/Londres etc.
Dates
Number + años, Number + meses
Pasatiempos
23